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International Journal Multidisciplinary Science
Published by Asosiasi Dosen Muda Indonesia
ISSN : 29638119     EISSN : 29637821     DOI : 10.56127
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
The editor accepts research articles related to Computer Science, Management, Accountancy, Appropriate Technology, Scientific Social, Education, Humanities and etc
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 122 Documents
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Redesign of the Foundation for Development of Al Barokah Foundation Flat to Bore Pile Foundation Era Agita Kabdiyono; Rinaldi Silaban
International Journal Multidisciplinary Science Vol. 4 No. 3 (2025): October: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v4i3.2295

Abstract

The purpose of redesigning the foundation of the Al Barokah Foundation Apartment into a Bore Pile Foundation is to increase the bearing capacity and ensure structural stability against applied loads. The foundation bearing capacity calculation is based on Standard Penetration Test (SPT) data using the Mayerhoff method on cohesive soil.The results of this research include studying the analysis of changes in deep foundations, soil characteristics, and the foundation's bearing capacity against building loads. The foundation redesign involves using a 60 cm bore pile. For pile cap PC 1, the dimensions are 120 x 120 cm and 60 cm thick. For PC 2, the dimensions are 120 x 120 cm and 60 cm thick, with a concrete quality of fc'=25 MPa. The bore pile reinforcement design for the BP 1 pile foundation is 10D19, with shear reinforcement of D10-52 mm. For the PC 1 pile cap design, the compression main reinforcement in the x- and y-axes is D13-530 mm. For the tension main reinforcement, a diameter of D13-150 mm is used, based on SNI 2847:2019. The foundation settlement value for each pile is the same, at 1.71 cm, which is still within the tolerance limit according to SNI 8460:2017.
ADVERSARIAL EVALUATION OF SAFETY AND PRIVACY TRADE-OFFS IN MOBILE LLM GUARDRAIL DESIGN Bhavik Shah
International Journal Multidisciplinary Science Vol. 3 No. 2 (2024): June: International Journal Multidiciplinary
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v3i2.2355

Abstract

Mobile large language models (LLMs) are also being deployed to smartphones and edge devices to offer conversational help, summarization, and task automation (specifically personalized). Nonetheless, this move to on-device intelligence presents some new issues concerning the privacy and safety of users, especially when models are subjected to adversarial inputs. The challenge is in the inadequate knowledge on the impact of such safety guardrails like rule-based filters, content classifiers, and moderation layers on privacy behavior under targeted attacks. This research fills this gap by creating an adversarial evaluation system that analytically studies the compromising of safety and privacy in mobile LLM guardrail design. The framework uses systematized categories of attacks in the form of prompt injection, memorization and deanonymization to test the effects of different guardrail architecture in system behavior under realistic mobile conditions. The experiments performed on compressed LLMs have shown that, in addition to the beneficial effects of the cascaded moderator architecture to reduce harmful outputs, contextual leakage can also occur due to the verbose refusal responses. On the other hand, the auxiliary safety models are relatively balanced in their performance with low privacy leakage and safety compliance. The findings point to the importance of co-optimization of guardrail mechanisms to both provides safety and privacy instead of seeing this as a protective or stand-alone element. This study finds that adversarial privacy assessment should be part of the development of mobile LLAMs, and as such, designs and deployments ought to incorporate this concept, which will allow the development of privacy-aware and regulation-compatible guardrails of trusted AI in edge devices.
The Effectiveness of Explanatory Videos on LMS in Enhancing EFL Students’ Comprehension: A Student-Centered Perspective Adani Nur Sabrina
International Journal Multidisciplinary Science Vol. 4 No. 3 (2025): October: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v4i3.2357

Abstract

The integration of technology in education has led to the adoption of blended learning approaches, combining on-site and online modes. Among these, asynchronous learning offers more flexibility but limits student-teacher interaction. To address this gap, the researcher explores whether explanatory videos can effectively replace the lecturer’s presence in enhancing student comprehension. This study aims to evaluate the effectiveness of explanatory videos in improving student understanding, assess students' perceptions of video usage in the Learning Management System (LMS), and gather alternative methods to support learning beyond videos and presentations. Using a descriptive qualitative approach, the research presents data through visual charts and discussions. Data were collected via a questionnaire filled out by students. The findings indicate that while not all students watched the provided video, the majority believe that explanatory videos serve as valuable supplementary resources in the LMS, offering on-demand access for further clarification. This study contributes to the field of digital learning by offering insights into how explanatory videos can enhance student comprehension and by providing practical recommendations for improving digital learning environments.
Burnout as a Mediator of the Effect of Neuroticism Personality on Continuance Commitment among Nurses in Regional Public Hospitals in Jabodetabek Tetty Winda Siregar; Siti Marliah Tambunan; Nilam Widyarini
International Journal Multidisciplinary Science Vol. 4 No. 3 (2025): October: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v4i3.2359

Abstract

Nurses working in Regional Public Hospitals (RSUD) face substantial workloads as they manage critically ill patients while coping with intense social and professional pressures. Such demanding conditions often lead to burnout-an emotional exhaustion state that can adversely affect individuals’ commitment to their organizations. One of the personal factors contributing to burnout is the neuroticism personality trait, which reflects a tendency to experience negative emotions such as anxiety, depression, and emotional instability. Individuals with high levels of neuroticism are more susceptible to burnout, which in turn may reduce continuance commitment due to heightened psychological strain and a stronger intention to leave the organization.This study aims to examine the effect of neuroticism on continuance commitment, with burnout serving as a mediating variable among nurses in Regional Public Hospitals across the Jabodetabek region. The research involved 200 respondents who met the criteria of being nurses employed in Regional Public Hospitals located within Jabodetabek, residing in the same region, and holding at least a Diploma III (D3) degree. Data were analyzed using SPSS version 23 and SmartPLS version 3.2.9.The results indicate that burnout significantly mediates the relationship between neuroticism and continuance commitment, with a coefficient value of 0.077, a t-value of 2.125, and a p-value of 0.034 (ρ < 0.05). These findings confirm that burnout functions as a mediating variable linking neuroticism to continuance commitment among nurses in Regional Public Hospitals within the Jabodetabek region.
Language Processing in EFL Learners: A Psycholinguistic Study of Lexical Access and Sentence Comprehension Zahwa Nazhifah Limbeng; Khairun Nisa; Faris Fadillah; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2498

Abstract

This study investigates language processing in EFL learners from a psycholinguistic perspective, with a focus on lexical access and sentence comprehension. Many EFL learners experience persistent comprehension difficulties despite years of formal instruction. This study aims to explain these difficulties by examining underlying cognitive processes rather than surface-level performance. The research employed a qualitative design involving undergraduate EFL students. Data were collected through think-aloud protocols, semi-structured interviews, reading comprehension tasks, and field notes. The analysis applied thematic procedures to identify patterns related to word retrieval, processing strategies, and sentence parsing. The findings reveal five dominant issues: delayed lexical access, reliance on word-by-word processing, difficulty with complex sentence structures, heavy dependence on first-language translation, and low automaticity in language processing. These factors interacted to increase cognitive load and disrupt real-time comprehension. The results indicate that comprehension failure stems primarily from processing constraints rather than insufficient grammatical knowledge. The study highlights the importance of incorporating psycholinguistic principles into EFL instruction. Teaching practices should prioritize processing efficiency, repeated exposure, and incremental sentence comprehension. By aligning pedagogy with how learners process language cognitively, EFL instruction can become more effective and sustainable.
Cognitive Load and Sentence Processing: How EFL Learners Comprehend Complex Clauses in Academic Texts Rahayu Wulandari; Khairunnisa Khairunnisa; M.Habib Rifki Nasution; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2499

Abstract

This study examines how cognitive load influences sentence processing in the comprehension of complex clauses among English as a Foreign Language (EFL) learners. It aims to explore learners’ perceptions of sentence complexity, their strategies in managing comprehension difficulties, and their awareness of the cognitive effort involved in reading academic texts. Using a qualitative phenomenological approach, ten English Education students from a university in Medan, Indonesia, participated in reading tasks containing complex academic sentences. Data were collected through think-aloud protocols and in-depth semi-structured interviews, then analyzed using discourse and thematic analysis to identify linguistic and cognitive patterns. The results indicate that complex sentence structures impose high cognitive demands, especially when multiple clauses and dense syntactic constructions are present. Learners with limited working memory capacity experienced slower reading, repeated rereading, and fragmented comprehension. To cope with these challenges, they employed strategies such as segmentation, rereading, translation, and note-taking, which helped reduce processing strain but did not fully enhance efficiency. The study concludes that comprehension difficulties arise from the interaction between cognitive load, sentence complexity, and working memory limitations, emphasizing the importance of instructional approaches that align linguistic input with learners’ cognitive capacities.
From Thought to Speech: The Psycholinguistics Process of Foreign Language Sentence Production Hawa Alfina Salsabil; Fara Audina Lubis; Sahfitri Ahwani; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2500

Abstract

This study explores the psycholinguistic processes underlying foreign language sentence production, focusing on how EFL learners transform thoughts into spoken language. Using a qualitative phenomenological approach, twelve English Education students from a university in Medan participated in speaking tasks, think-aloud protocols, and semi-structured interviews. Thematic analysis revealed three major processes: cognitive planning and conceptualization, lexical retrieval and formulation, and monitoring and repair in speech. Learners experienced high cognitive load due to limited working memory, leading to pauses, reformulations, and simplifications during speaking. To cope, they employed compensatory strategies such as segmentation, paraphrasing, and self-correction to maintain communication flow. The findings indicate that fluency and accuracy depend on the balance between linguistic knowledge and cognitive capacity. This study contributes to psycholinguistic understanding by illustrating how thought, language, and cognition interact in real-time sentence production and provides pedagogical implications for promoting automaticity and cognitive awareness in EFL speaking instruction.
Speech Production in EFL Classrooms: A Psycholinguistic Study of Planning and Fluency Muhammad Faisal Hajmi; Natasya Miranda Gihar; Laila Anum; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2501

Abstract

This study investigates speech production in EFL classrooms from a psycholinguistic perspective, with a focus on planning and fluency. Many EFL learners experience difficulty speaking fluently even when they possess adequate grammatical and lexical knowledge. This study aims to explain these difficulties by examining the cognitive processes involved in real-time speech production. A qualitative research design was employed involving undergraduate EFL students. Data were collected through classroom speaking tasks, audio recordings, semi-structured interviews, stimulated recall sessions, and field notes. The analysis focused on patterns of speech planning, lexical retrieval, monitoring behavior, and fluency disruption. The findings reveal that excessive planning, slow lexical access, strong focus on form, and low automaticity significantly reduce fluency. Learners often plan and monitor their speech simultaneously, which increases cognitive load and leads to frequent pauses, hesitation, and self-repair. The results indicate that fluency problems stem primarily from processing constraints rather than lack of language knowledge. This study highlights the importance of incorporating psycholinguistic principles into EFL speaking instruction. Teaching practices should address planning load, reduce over-monitoring, and support the development of automaticity to improve spoken fluency.
Sentence Processing Difficulties in Academic English: A Psycholinguistic Study of EFL Students Ulysa Humayrah; Novita Ritonga; Afia Nur Meiza; Yani Lubis
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2502

Abstract

This study investigates sentence processing difficulties in academic English from a psycholinguistic perspective, focusing on EFL university students. The research aims to identify how learners plan, parse, and interpret complex academic sentences during real-time reading. A qualitative approach was employed to capture cognitive processes underlying comprehension. Data were collected through academic reading tasks, think-aloud protocols, interviews, and stimulated recall sessions. The findings reveal that learners face persistent difficulties when processing syntactically complex sentences, long noun phrases, and multi-clause structures. These difficulties are closely linked to limited working memory capacity, low processing automaticity, and heavy reliance on word-by-word translation strategies. Learners often experience cognitive overload, which leads to slow reading, frequent rereading, and inaccurate interpretation of grammatical relationships. Emotional factors such as anxiety and lack of confidence also interact with cognitive load and further disrupt comprehension. The study concludes that sentence processing problems in academic English are rooted in psycholinguistic constraints rather than insufficient linguistic knowledge. The findings emphasize the need for instructional approaches that focus on improving processing efficiency, syntactic integration, and automaticity in EFL academic reading contexts.
Meaning Across Languages: A Contrastive Study of Causative Structures in English and Indonesian Arriqah Raihani; Elvida Futri Mahara; Putri Zahriah; Miftahul Jannah; Siti Ismahani
International Journal Multidisciplinary Science Vol. 5 No. 1 (2026): February: International Journal Multidisciplinary Science
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/ijml.v5i1.2503

Abstract

This study examines how causative structures encode meaning in English and Indonesian through a qualitative contrastive analysis. It focuses on differences in agentivity, affectedness, and event structure using authentic written texts from both languages. The findings show that English tends to express causation through explicit and segmented constructions that foreground responsibility, while Indonesian often relies on integrated morphological forms that compress cause and effect. These differences lead to shifts in interpretation and challenges for Indonesian learners of English, particularly in academic writing. The study highlights the importance of meaning based contrastive analysis for understanding cross linguistic variation and improving EFL instruction.

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